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TES: The largest network of teachers in the world
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How does advertising, including print, visual media and sound, affect and alter our opinions and perceptions as a consumer?
Tasks
0. Brainstorm using a graphic organiser as many questions and key words you can think of that could relate to our fertile question.
1. What three questions are your group going to be investigating.
How many products are endangering rare or endangered species?
How much money goes to the manufacturer?
How much do advertisers spend on advertisements monthly?
2. Look at your questions, what do you think you will learn in your inquiry
We think we will learn about delicacies we didn't know about and a lot of endangered species that are delicacies.
3. Have your group conference with the teacher
No
4. Investigate questions - Find out as much information about your questions as you can. Record all information and answers on your wiki page.
-in 2006 America spent 155 billion dollars in advertising
-a guy currently spends around $50 a month advertising his forum posting website
- a guy spends about $150.00 a month. Most of it, is an ad in a specific trade magazine.
Link 4 second question: http://www.psaresearch.com/bib4302.html
link for first question http://asimpleparadigm.blogspot.com/2006/07/tons-of-products-made-from-killing.html
5. Think deeper - Look back at your our major question, how are you now going to use the information you have to answer this question.
6. So What ! - How can you change things as part of your learning. You need to come up with a practical task to show what you have learned and how you could change things because of your new knowledge.
our group are going to make a pamphlet and posters to raise awareness of some things that go into products that are endangering rare or endangered species
7. Before you put this into action conference with your teacher.
8. Record on your wiki page the steps you will take to make your "SO WHAT" a success.
1. find out information on products and what they have in them
2. create a booklet containing that information.
3. create a poster containing that information.
9.Self assessment - Using the Key Competencies I want you to evaluate your group, giving evidence, how you successfully or unsuccessfully completed your assignment. If some of your assessment was unsuccessful what could you do better next time.
You will need to assess your group under each heading
Managing self - How did each member contribute and manage the jobs they had throughout your inquiry
We were very successful in contribution of members. We all took turns in everything we wanted to do like researching in the computer and talking about each others ideas. Next time we could do the jobs evenly because one of us didn't actually take part much.
Relating to others - Did your group listen to each other, respond to points of view, value opinions, recognise alternative responses.
We all listened to what we were saying and our opinions, but we all stuck to our thinking so there were some problems in co-operating. We'll try and prevent it next time.
Thinking - How well did you pose questions, collect and analyse info, consider values and responses made by other people, evaluate your findings.
We think we did pretty bad at researching and there wasn't much information to gather because the questions were really complicated. Next time we'll choose a better question to work on.
Participating and Contributing - Did you work and learn cooperatively in school or in the community. Did you share the jobs and responsibilities.
We did all our work at school and at home. We divided the assessment into three and we shared each of the questions. Next time we should share responsibilities evenly.
Using language symbols and text - use and make meaning of the wide range of literacy including texts like newspapers, graphs, statistics, maps, visual and oral media etc.
We haven't researched in anything except the computer so this was unsuccessful. We should use a lot more stuff rather than computers like newspapers, encyclopedias etc.
10. Teacher assessment - set aside an area for a teacher assessment.